My Experiences Teaching English as a Second and Foreign Language
Unless you’ve seen the long version of my resume, you might not know that I’ve spent time teaching English. I never worked in public or private schools, but I did teach in language schools—both in the United States and in Brazil. In the U.S., this type of work is called English as a Second Language (ESL). Abroad, it’s referred to as English as a Foreign Language (EFL). Here’s how I got into it, what the experience was like, and what I learned along the way.
Getting Started
Before moving to Brazil to teach English, I took two important steps to prepare:
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Training: I completed a distance course in ESL/EFL teaching through The English Language Centre in London. At that time, the program was mail-based rather than online. They sent me study materials and assignments, and I responded with lesson plans and exercises. It was a traditional distance learning model, and I still have the certificate to this day.
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Volunteering: I spent a semester working with ESL students in a Missouri public school. Many of these children were from Hispanic families brought to the area by a local factory farm. Most had little or no English, and since I don’t speak Spanish, our work focused mainly on word recognition and memorization rather than conversation.
Teaching in Brazil
My first formal job was at Wizard, a well-known franchise in Brazil. I enjoyed connecting with students, building rapport, and seeing their progress. However, my experience soured after a bizarre staff meeting where the school owner accused teachers in Uberlândia of being overpaid and suggested coordinating with other school owners to fix salaries. The idea sounded like a cartel, and fortunately it never materialized. The school itself didn’t last many more years.
After leaving Wizard, I went freelance. I kept a few of my former students and gained new ones through word of mouth. I traveled to homes and workplaces, tailoring lessons to individual needs. It was a busy but rewarding time.
Back in the U.S.
Later, while transitioning out of full-time ministry, I taught at Harvest Institute in Newark, New Jersey. This was a much more positive experience. The school was well-run, and I never felt exploited. I encouraged students to practice everyday phrases, expand their vocabulary for the workplace, and use local resources like TV shows and films to sharpen their skills. Teaching ESL in an English-speaking country made it easier to point students toward practical tools they could access daily.
Returning to Brazil
Over a decade later, I returned to Brazil and taught at Excellent Global in Uberlândia. This was another strong experience, with capable colleagues and a professional owner.
By then, my teaching style had evolved. With advanced students, lessons were more dynamic. I often brought a laptop to explore topics that arose during class, filled the whiteboard with new concepts, and gave students opportunities to take detailed notes. One day I even brought my 11-year-old son to class so students could observe two native speakers conversing naturally, contrasting it with the slower, clearer way I spoke with them.
What I Learned
Across these different settings, I discovered that teaching English is as much about creativity and adaptability as it is about grammar and vocabulary. Beginners needed structured, repetitive exercises, while advanced learners thrived on real-life conversations and unpredictable digressions. The best moments were always when students gained the confidence to use English outside the classroom—whether ordering food, watching a movie without subtitles, or chatting with a visiting friend.
